Which definition matches the property of hardness?

It is measured on the Moh's scale.

Each mineral has its own special pattern.

Minerals come in a rainbow of these.

Which definition matches the property of color?

Minerals come in a rainbow of these.

To determine it, minerals are rubbed across special clay tiles.

Each has its own special pattern

Which definition matches the property of streak?

To determine it, a mineral is rubbed across a special piece of tile.

It is measured on the Moh's scale.

Minerals come in a rainbow of these.

Which definition matches the property of luster?

Each mineral has its own special pattern.

Minerals come in a rainbow of these.

It is measured on the Moh's scale.

Which definition matches the property of crystal shape?

Each mineral has its own special pattern.

Minerals come in a rainbow of these.

To determine it, a mineral is rubbed across a special piece of tile.

How do you test for streak?

Rub each mineral on a black and white clay tile to see what color streak the mineral leaves.

Scratch each mineral with a penny and a nail to see how hard the mineral is.

Use a penlight to see if the mineral is shiny, metallic, dull or waxy.

Hold a magnet up to the mineral to see if the mineral is magnetic.

How do you test for hardness?

Scratch each mineral with a penny and a nail to see how hard the mineral is.

Rub each mineral on a black and white clay tile to see what color streak the mineral left.

Hold a magnet up to the mineral to see if the mineral is magnetic.

Use a penlight to see if the mineral is opaque (no light came through it), translucent (some light came through it) or transparent (all the light came through it).

How do you test for magnetism?

Hold a magnet up to the mineral to see if the mineral is magnetic.

Use a penlight to see if the mineral is shiny, metallic, dull or waxy.

Use a penlight to see if the mineral is opaque (no light came through it), translucent (some light came through it) or transparent (all the light came through it).

Scratch each mineral with a penny and a nail to see how hard the mineral is.

How do you test for luster?

Use a penlight to see if the mineral is shiny, metallic, dull or waxy.

Scratch each mineral with a penny and a nail to see how hard the mineral is.

Rub each mineral on a black and white clay tile to see what color streak the mineral left.

Hold a magnet up to the mineral to see if the mineral is magnetic.

How do you test for light?

Use a penlight to see if the mineral is opaque (no light came through it), translucent (some light came through it) or transparent (all the light came through it).

Use a penlight to see if the mineral is shiny, metallic, dull or waxy.

Scratch each mineral with a penny and a nail to see how hard the mineral is.

Hold a magnet up to the mineral to see if the mineral is magnetic.

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Based on the text "Eating colours every day," here is a set of multiple-choice questions using "Wh-" question words (Who, What, Where, When, Why) to test comprehension: Comprehension Quiz: Eating Colours 1. What does the phrase "eating colours" actually mean? A) Eating food with artificial food coloring. B) Choosing a variety of colorful fruits and vegetables. C) Painting your food before you eat it. D) Only eating your favorite color of food. 2. Why should we eat different colours every day? A) To make the plate look pretty for photos. B) Because colorful food tastes sweeter. C) To get different vitamins and minerals that help us stay healthy. D) Because it is easier to cook colorful food. 3. When can you try to include many colours in your diet? A) Only on the weekends. B) Once a month. C) Only for dinner. D) Throughout the day in all your meals. 4. What is a specific benefit mentioned for our bodies when we eat these foods? A) They help us run faster than a car. B) They help our bodies grow, stay strong, and fight illness. C) They change our eye color. D) They help us sleep for 12 hours. 5. Which of these is an example of a "purple" food mentioned for dessert? A) Red peppers B) Dates C) Purple grapes D) Carrot soup 6. What "Wh-" category does the carrot soup fall into for the suggested daily menu? A) What you eat for breakfast. B) What you eat for lunch. C) What you eat for dessert. D) What you eat for a midnight snack.

Bone growth and remodeling New bone development is balanced with bone resorption Haversian systems are continually being replaced Bone is resorbed from one area and added to another to meet changing stresses placed on it (e.g., weight, posture, fractures) Normal growth dependent on sufficient proteins, minerals, vitamins (A, C, D) and influenced by hormones (growth, thyroid, estrogen/testosterone) Bone is capable of repair because it contains osteoprogenitor cells in the periosteum, endosteum, and bone marrow and is very well vascularized Metabolic role of bone (contains 99% of body’s total calcium in crystals) Transfer calcium from crystals to interstitial fluid and into blood Hormonal Parathyroid - stimulates osteoblasts to secrete osteoclast-stimulating factor thus promoting resorption Calcitonin - inhibits osteoclast activity

Life Processes Identify and define the seven life processes (MRS GREN). Classification Group living organisms based on observed similarities and differences. Classify vertebrates into taxonomic groups based on visible physical characteristics. Construct a dichotomous key to classify vertebrates. Cells Compare the structure of generalised plant and animal cells, and selected microbes (e.g. bacteria, fungi and Amoeba) Distinguish among cell wall, cell membrane, nucleus, cytoplasm, temporary and permanent vacuoles, mitochondrion, chloroplast, endoplasmic reticulum and ribosomes. Relate the structure of organelles to their functions; Identify specialised cells such as blood cells, ciliated epithelial cells, nerve cells, root hair cells, sperm cells and egg cells. Explain the importance of cell specialisation in multicellular organisms; include hierarchy of cells, tissues, organs; organ systems and then organism Diffusion, Osmosis, Active transport and Osmoregulation Explain the processes of diffusion, osmosis and active transport. Identify everyday instances of these processes occurring. Discuss the importance of diffusion, osmosis and active transport in living systems. Nutrition in Plants Describe the process of photosynthesis in green plants; test for end products, starch or reducing sugar (glucose). Relate the structure of the leaf of a flowering plant to its function in photosynthesis; draw and label the external features and the internal structure (cross section) of a leaf as seen in cross section under the light microscope. Nutrition in Humans Discuss the importance of a balanced diet in humans. State components of a balanced diet (carbohydrates, fats, proteins, vitamins and minerals, water and roughage and their roles) along with the results of their deficiency or surplus. Suggest dietary recommendations for treating and preventing named deficiency and physiological diseases (such as those outlined in the manual and your notes). Perform tests to distinguish among food substances - Test for proteins (Biuret), fats (grease spot), starch (iodine), reducing sugars (Benedict’s solution). The Digestive System in Humans Relate the structures of the human alimentary canal to their functions; Draw and label simple diagrams of the alimentary canal and internal structure of a tooth required. Describe mastication and the role of teeth in the mechanical breakdown of food to be included. (Compare types of teeth in humans and compare types of teeth in herbivores and carnivores.) Explain the role and importance of enzymes role of digestive enzymes in the mouth, stomach and pancreatic enzymes in the small intestine. Discuss properties of enzymes. Deduce from tables and graphs the effects of temperature and pH on enzyme activity. Experimental Skills Follow all drawing rules as outlined in the drawing skills checklist posted in the classroom (including calculation of magnification).

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